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3 episodes with gholdy muhammad
3 episodes with gholdy muhammad
3 episodes with gholdy muhammad
4 episodes with gholdy muhammad
2 episodes with gholdy muhammad
3 episodes with gholdy muhammad
2 episodes with gholdy muhammad
2 episodes with gholdy muhammad
3 episodes with gholdy muhammad
Today we're joined by Mike Tinoco. Mike is a full time public school teacher from California, and author of Heart at the Center: An Educator's Guide to Sustaining Love, Hope, and Community Through Nonviolence Pedagogy. Gholdy Muhammad called the book "an urgent call for truth, love, and justice for every educator and community member who deeply dreams of and seeks peace.” Further, Mike is a certified Kingian Nonviolence and Center for Nonviolent Communication (CNVC) trainer who provides workshops around the country. And, he's an award winning beat-boxer.miketinoco.comHeart at the Center: An Educator's Guide to Sustaining Love, Hope, and Community Through Nonviolence Pedagogy Hosted on Acast. See acast.com/privacy for more information.
Keeping educational experiences alive, responsive and moving with our young people is a key piece of what the best educators do, even more impressive as it is often in stark contrast to the rigid, static institutions in which they live, work and learn. This week it's such a pleasure to be talking with Dr Gholdy Muhammad whose amazing work on Historically Responsive Literacies supports teachers in creating spaces for mutual empowerment, confidence, and self-reliance in students. Her elaboration of the five pursuits of curriculum is a fantastic framework for enabling young people to both critically and joyfully read the world and connect with who they are and where they've come from. Dr. Gholnecsar (Gholdy) Muhammad is an Associate Professor of Literacy, Language, and Culture at University of Illinois Chicago College of Education. She studies Black historical excellence within educational communities with goals of reframing curriculum and instruction today. Gholdy's scholarship has appeared in leading academic journals and books. She has also received numerous national awards and is the author of the best-selling book, Cultivating Genius: An Equity Model for Culturally and Historically Responsive Literacy. She is also the co-author of Black girls' literacies: An Edited Volume. Gholdy has previously served as a classroom teacher, literacy specialist, school district administrator, curriculum director, and school board president. Her Culturally and Historically Responsive Education Model has been adopted across thousands of U.S. schools and districts across Canada. In 2022 and 2023 she was named among the top 1% Edu-Scholar Public Influencers due to her impact on policy and practice. She was named the American Educational Research Association Division K Early Career Award and the 2021 NCTE Outstanding Elementary Educator in the English Language Arts. She has led a federal grant with the United States Department of Education to study culturally and historically responsive literacy in STEM classrooms. Her latest book, Unearthing Joy: A Guide to Culturally and Historically Responsive Teaching and Learning, is the sequel to Cultivating Genius and provides a practical guide for putting culturally and historically responsive education into curricular practice. More information about Gholdy's work go to https://hillpedagogies.com/ You can also find her on social media at: LinkedIn: @dr-gholdy-muhammad - https://www.linkedin.com/in/dr-gholdy-muhammad/ Instagram: @gholdym - https://www.instagram.com/gholdym/
Today we'll hear an excerpt from Heinemann author Shamari Reid's Humans Who YouTube series. In this series, Shamari joins some of the top educators and authors in the country to discuss the humanity in all aspects of teaching and life. In this installment, he's joined by Doctors Yolanda Sealey-Ruiz, and Gholdy Muhammad. They explore the profound themes of racial literacy, teacher education, and the transformative power of love in teaching. Discover how writing their impactful books has deepened their understanding of love for people, justice, and creativity. This conversation will inspire and challenge you to think deeply about the role of love in our schools and communities.See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.
Playful Inquiry - that's the student-centered approach discussed in this episode about re-imagining curriculum. Angela and Lauren welcome Soobin Oh, Co-Director of Teaching Preschool Partners (TPP), a nonprofit that engages with schools to nurture inclusive, inquisitive, and collaborative school communities. In the playful inquiry promoted by TPP, educators are encouraged to let go of control and instead to be flexible and listen, responding to each child's interests, aspirations, cultural background, and linguistic capabilities. Classrooms become places for curiosity, joy, and possibility to thrive. Families are ideally involved in this concept of curriculum with the cultural wealth that they can bring in dialogue with the classroom. The result is a curriculum that revolves around collaboration, a culturally relevant curriculum for all grade levels. Resources - Teaching Preschool Partners Soobin Oh Discusses Anti-Bias Education in Early Childhood Soobin Oh, an Early Childhood Teacher Nerd on YouTube Funds of Knowledge, Norma Gonzalez, Luis C. Moll, and Cathy Amanti, editors Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy, Gholdy Muhammad
This edWeb podcast is sponsored by Scholastic Education Solutions.The webinar recording can be accessed here.Join Scholastic's Dr. Amanda Alexander for a lively discussion with Dr. Gholdy Muhammad, who shares her insights and strategies for implementing culturally responsive instruction in the classroom. They also explore the significance of honoring diverse perspectives and cultural backgrounds, emphasizing how joy can transform school curricula and foster inclusive learning communities.Educators leave this edWeb podcast with:Practical strategies to implement culturally responsive teaching practices that cater to the diverse needs of all studentsEffective methods to cultivate inclusive learning environments that respect and celebrate students' cultural identitiesA deeper understanding of the impact culturally responsive teaching can have on student learning outcomes and holistic developmentThis edWeb podcast is of interest to PreK-12 teachers and school and district leaders.Scholastic Education's Culturally Responsive Instruction series can be viewed in any order or as stand-alone edWebinars.View Part 1: Culturally Responsive Instruction, Part 1: 10 Tips for Liberating Your Literacy InstructionView Part 2: Culturally Responsive Instruction Series: Choosing and Using Diverse TextsScholastic Education SolutionsWe partner with districts and schools to inspire lifelong readers and learners.Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.
Back together for the first time since defending their doctoral dissertations, Marc and Nick sit down with Dr. Gholdy Muhammad to discuss her fantastic new book, Unearthing Joy. Dr. Muhammad is a professor of Curriculum and Instruction with a focus on literacy, language, and culture at the University of Illinois at Chicago. She has served as a classroom teacher, literacy specialist, school district administrator, curriculum director, and school board president. Her scholarship has appeared in leading academic journals and books. Dr. Muhammad's Culturally and Historically Responsive Education Model has been adopted across thousands of schools throughout the United States and Canada. And she's really funny, too! Dr. Muhammad online: Website X
Join me in welcoming Dr. Gholdy Muhammad-Jackson to the podcast for an inspiring conversation about the intersection of joy, justice, equity, and liberation. Dr. Gholdy Muhammad-Jackson (she/her) is the author of the books "Cultivating Genius: An Equity Framework for Culturally & Historically Responsive Literacy" and "Unearthing Joy: A Guide to Culturally & Historically Responsive Teaching and Learning". If you are interested in connecting with Dr. Muhammad-Jackson, you can find her: Hill Pedagogies - https://hillpedagogies.com/ Instagram - @gholdym LinkedIN - Dr. Gholdy Muhammad Mentioned in this episode: Cultivating Genius Unearthing Joy **************************************** Lesson Plan Coaching Call - Click HERE to schedule Activities for creating a welcoming and inclusive class - Buy resources in my TEACHER SHOP Culture-Centered Teacher WORKSHOPS - Click HERE for more information Ready to take action? Grab your FREE "Welcoming & Inclusive Classroom Roadmap" at https://customteachingsolutions.com/theroadmap Schedule a FREE DISCOVERY CALL - Click HERE CONNECT WITH ME: LinkedIN - https://www.linkedin.com/company/cts-custom-teaching-solutions/ Instagram - https://www.instagram.com/iteachcustom/ Website - https://customteachingsolutions.com **Custom Teaching Solutions is a affiliate for Bookshop.org, which means we receive a commission on every sale that comes through our link.** --- Support this podcast: https://podcasters.spotify.com/pod/show/jocelynn-hubbard/support
Dr. Muhammad is an Associate Professor of Literacy, Language, and Culture at the University of Illinois at Chicago, and she has previously served as a classroom teacher, literacy specialist, school district administrator, curriculum director, and school board president. She studies Black historical excellence in education, intending to reframe curriculum and instruction today. Dr. Muhammad's scholarship has appeared in leading academic journals and books. She has also received numerous national awards and is the author of the best-selling book, Cultivating Genius: An Equity Model for Culturally and Historically Responsive Literacy. She also co-authored Black girls' literacies: An Edited Volume. Her newest book, Unearthing Joy, is the sequel to Cultivating Genius and provides a practical guide for putting culturally and historically responsive education into curricular practice.Dr. Muhammad is interviewed by Stacey Joy, a National Board Certified Teacher, Google Certified Educator, and 2013 L.A. County Teacher of the Year. Stacey has taught elementary school for 38 years in the Los Angeles Unified School District. Currently, she teaches 5th grade at Baldwin Hills Pilot and Gifted Magnet School. In addition to cultivating the genius and joy in her Joyteam scholars, she also mentors novice teachers and is a teacher-leader in her school district. Stacey is a UCLA Writing Project fellow and a dedicated writer with Dr. Sarah Donovan's community of teacher-poets at Ethical ELA. Stacey is a self-published poet and she has poems published in various anthologies: Out of Anonymity, Savant Poetry Anthologies, Teacher Poets: Writing to Bridge the Distance, and Rhythm and Rhyme: Poems for Student Athletes. Stacey is a proud mom of two adults, Kenneth and Noelle.
Dr. Muhammad is an Associate Professor of Literacy, Language, and Culture at the University of Illinois at Chicago, and she has previously served as a classroom teacher, literacy specialist, school district administrator, curriculum director, and school board president. She studies Black historical excellence in education, intending to reframe curriculum and instruction today. Dr. Muhammad's scholarship has appeared in leading academic journals and books. She has also received numerous national awards and is the author of the best-selling book, Cultivating Genius: An Equity Model for Culturally and Historically Responsive Literacy. She also co-authored Black girls' literacies: An Edited Volume. Her newest book, Unearthing Joy, is the sequel to Cultivating Genius and provides a practical guide for putting culturally and historically responsive education into curricular practice. Dr. Muhammad is interviewed by Stacey Joy, a National Board Certified Teacher, Google Certified Educator, and 2013 L.A. County Teacher of the Year. Stacey has taught elementary school for 38 years in the Los Angeles Unified School District. Currently, she teaches 5th grade at Baldwin Hills Pilot and Gifted Magnet School. In addition to cultivating the genius and joy in her Joyteam scholars, she also mentors novice teachers and is a teacher-leader in her school district. Stacey is a UCLA Writing Project fellow and a dedicated writer with Dr. Sarah Donovan's community of teacher-poets at Ethical ELA. Stacey is a self-published poet and she has poems published in various anthologies: Out of Anonymity, Savant Poetry Anthologies, Teacher Poets: Writing to Bridge the Distance, and Rhythm and Rhyme: Poems for Student Athletes. Stacey is a proud mom of two adults, Kenneth and Noelle.
One of the essential elements of creating a welcoming and culturally inclusive learning environment is JOY. We will begin this season with a joy study for you and your students. No matter where you are in the school year, you can add a joy study into the mix. This joy study will take place over the next few episodes and will culminate with an interview with Dr. Gholdy Muhammad about joy and justice and equity in education as she defines them in her book “Unearthing Joy”. Use this FREE Joy Reflection Sheet to map out your thoughts. In the episode I mention: FREE Joy Reflection Sheet Complete Joy Study Grade Level Book Recommendations - visit https://bookshop.org/shop/CustomTeachingSolutions . Activities for creating a welcoming and inclusive class - Buy resources in my TEACHER SHOP Culture-Centered Teacher WORKSHOPS - Click HERE for more information Ready to take action? Grab your FREE "The Welcoming & Culturally Inclusive Classroom Roadmap" at https://customteachingsolutions.com/theroadmap Schedule a free DISCOVERY CALL at https://calendly.com/customteachingsolutions/35min Check out The Culture-Centered Teacher Workshops HERE! CONNECT WITH ME: Email - Jocelynn@customteachingsolutions.com LinkedIN - https://www.linkedin.com/company/cts-custom-teaching-solutions/ Instagram - https://www.instagram.com/iteachcustom/ Website - https://customteachingsolutions.com **Custom Teaching Solutions is a affiliate for Bookshop.org, which means we receive a commission on every sale that comes through our link at no additional cost to you.** --- Support this podcast: https://podcasters.spotify.com/pod/show/jocelynn-hubbard/support
Welcome back to Season 10 of the OEA Grow podcast, in which our host Sakura Hamada explores how we as educators can support newly arrived students. In this first episode of the season, Sakura speaks with Ethelyn Tumalad from Clackamas High School about her work with the AVID program (Advancement Via Individual Determination). This program supports students throughout all four years of high school to prepare them for college as first-generation students. Ethelyn tells us that the goal is twofold - to help students discover their authentic selves and feel confident that they belong. Sakura and Ethelyn discuss from personal experience how terrifying the classroom can be for newly arrived students. They explain how educators in any classroom can support students by really listening to each student and celebrating accomplishments rather than focusing on deficits. This week's episode will suggest ways to incorporate student-centered learning to help students respect one another and see the strengths in each other's differences. Resources - OEA Member Spotlight on Ethelyn Tumalad Ethelyn Tumalad named Oregon Teacher of the Year, 2022 AVID program Books recommended by Ethelyn - Tony DelaRosa. Teaching the Invisible Race: Embodying a Pro-Asian American Lens in Schools. Foreward by Liz Kleinrock. Jossey-Bass, 2023. Lori Desautels. Connections Over Compliance: Rewiring Our Perceptions of Discipline. Wyatt-MacKenzie Publishing, 2020. Christopher Emdin. Ratchetdemic: Reimagining Academic Success. Beacon Press, 2021. Gholdy Muhammad. Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic Teaching Resources, 2020. Prisca Dorcas Mojica Rodriguez. For Brown Girls with Sharp Edges and Tender Hearts: A Love Letter to Women of Color. Seal Press, 2021. OEA Grow is a proud member of the Labor Radio Podcast Network
Back for a second time! The illustriously dope Dr. Gholdy Muhammad comes back to All of the Above today to fill us in on all the wonderful things that she's been up to since her first appearance a few years ago. Then, she serves up a lesson on the importance of joy in education! Gholdy breaks down her latest work, Unearthing Joy, and helps us explore what the concept of joy means and what role it should play in teaching and learning, especially at a time of heightened right-wing attacks on education. But first, Jeff and Manuel take a look at recent headlines in education including varying approaches to addressing student absences and a potential funding cliff headed our way as relief funds run out. → Get your Teach the Truth T-Shirt here! → View this episode on YouTube! AGENDA 0:00 - Welcome! 8:05 - Students suspended for being absent 21:36 - School funding cliff ahead? 37:07 - Dr. Gholdy Muhammad and Unearthing Joy! 1:20:36 - Foster youth in CA get free college DO-NOW STORIES: Many schools find ways to solve absenteeism without suspensions Schools Face a Funding Cliff. How Bad WIll the Fall Be? SEMINAR: Dr. Gholdy Muhammad Website Previous appearance on AOTA: Cultivating Genius Order your copy of Unearthing Joy CLASS DISMISSED: California foster youth can now attend college for free Get MORE All of the Above: - Website - Podcast on multiple platforms via Anchor - Podcast via Apple Podcast - Podcast via Spotify - Twitter - Facebook Page Theme Music by its tajonthabeat --- Send in a voice message: https://podcasters.spotify.com/pod/show/aota/message Support this podcast: https://podcasters.spotify.com/pod/show/aota/support
This Week: An NYC principal threatens to punish students with suspension, cancellation of social activities, and more, if they follow dangerous social media accounts. The Instagram accounts contain bullying, threats against students, and other racist and humiliating messages specific to the school. It raises big questions about the ethics and constitutionality of such a move, as well as the risks and benefits of anonymous social media use for minors. Also, next weekend - Sat 9/23 - we are BACK with our full episodes for the new school year, kicking off with the incredible Dr. Gholdy Muhammad, who will be with us to talk about her newest book Unearthing Joy and the current state of the fight for educational justice for Black and Brown youth. It's going to be dope, so mark your calendar. And, check out her first appearance with us here, if you missed it! Get your All of the Above swag, including your own “Teach the Truth” shirt! In this moment of relentless attacks on teaching truth in the classroom, we got you covered. https://all-of-the-above-store.creator-spring.com Passing Period is an AOTA podcast extra that gives us a chance to check-in, reflect, and discuss powerful stories in between our full episodes. Watch, listen and subscribe to make sure you don't miss our latest content! Website: https://AOTAshow.com Stream all of our content at: linktr.ee/AOTA Watch at: YouTube.com/AlloftheAbove Listen at: apple.co/38QV7Bd and anchor.fm/AOTA Follow us at: Facebook.com/AOTAshow and Twitter.com/AOTAshow --- Send in a voice message: https://podcasters.spotify.com/pod/show/aota/message Support this podcast: https://podcasters.spotify.com/pod/show/aota/support
Math exams are the typical culminating assessment at the end of the unit or the end of a semester, but what if we didn't give exams? What if we instead spent that time on an alternative form of assessment. What would that look like? What are the options? In this episode, we have 3 awesome educators each sharing a different way to alternatively assess students. Resources Referenced in this EpisodeMore on Dr. Gholdy Muhammad's can be found hereFollow Coach Victor Hicks on Twitter: @CodingWCulture, on other social media: @CodingWithCulture, or check out his Website: codingwithculture.comFollow Joshua Bean on Twitter: @MrJoshuaBean or Email: wakingbean@gmail.comFollow Nolan Fossum on Twitter: @NolanFossum or Email: nolanfossummath@gmail.comListened to the episode? Now, it's your turn to share! Go to our Twitter: @DebateMathPod to share your thoughts. Don't forget to check out the video version of this podcast on our YouTube channel!Keep up with all the latest info by following @DebateMathPod or going to debatemath.com. Follow us @Rob_Baier & @cluzniak. And don't forget to rate and review us on Apple Podcasts!
To the Classroom: Conversations with Researchers & Educators
Today I welcome Dr. Gholdy Muhammad. She'll teach us about the importance of including qualitative research, her studies of the Black Literary Societies of the 1800s, and how that research has inspired her instructional framework which includes identity, skills, knowledge, criticality and joy. In the second half of the episode I'll be joined by my colleagues Angie, Emily, Lea, and Jerry for a conversation about practical strategies and takeaways for the classroom. ***To learn more about Jennifer Serravallo, find transcripts, and learn more about this podcast: www.jenniferserravallo.comUnearthing Joy, Dr. Muhammad's newest bookCultivating Genius, Dr. Muhammad's first book"What do we have to lose: toward disruption, agitation, and abolition in Black education"About this Episode's Guest:Dr. Gholnecsar (Gholdy) Muhammad is an Associate Professor of Language and Literacy at Georgia State University. She also serves as the director of the GSU Urban Literacy Collaborative and Clinic. Dr. Muhammad's scholarship has appeared in leading educational journals and books. Some of her recognitions include the 2014 recipient of the National Council of Teachers of English, Promising New Researcher Award, the 2015 NCTE Alan C. Purves Award (honorable mention), the 2016 NCTE CEE Janet Emig awardee, the 2017 Georgia State University Urban Education Research Awardee, the 2018 UIC College of Education Researcher of the Year and the 2018 Emerald Literati Award.Audio editing by Alex Van Rose. Thanks, Alex!Support the show
Gholdy Muhammad is Professor of Literacy, Language and Culture at the University of Illinois and the author of Unearthing Joy: A Guide to Culturally and Historically, Responsive Teaching and Learning. She talks about joy in an educational context and how teachers can specifically incorporate joy into their work.
Check out our latest @writinglit Inquiring Minds Podcast episode on Written Literacies and Joy inspired by the work of Dr. Gholdy Muhammad, where our guests Dr. Sakeena Everett, Dr. Tyana Vasquez-Smith, Barrett Rosser and Kirsten Burke Smith share their work and how these literacies are being used in practice. [Playlist Inspired by the Group: https://open.spotify.com/playlist/460LCn48ifQjJw4a5JToOq?si=fc32603a22bd4129]
How many times have you said, "I teach because I love my students"? Have you also broken down what that actually means or how you show this to your students? Jump into today's episode to learn about the universal love language that will help you create a welcoming and inclusive learning space all your students need to thrive academically and socially. In this episode I mention: "The Five Love Languages of Children" by Gary Chapman The Love Language Quiz Unearthing Joy: A Guide to Culturally & Historically Responsive Teaching and Learning" by Dr. Gholdy Muhammad Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy Lesson Plan Coaching Call - Click HERE to schedule Activities for creating a welcoming and inclusive class - Buy resources in my TEACHER SHOP Culture-Centered Teacher WORKSHOPS - Click HERE for more information Ready to take action? Grab your FREE "The Welcoming & Inclusive Classroom Checklist" at https://customteachingsolutions.com/thechecklist Schedule a free DISCOVERY CALL at https://calendly.com/customteachingsolutions/35min Check out The Culture-Centered Teacher Workshops HERE! CONNECT WITH ME: Email - Jocelynn@customteachingsolutions.com LinkedIN - https://www.linkedin.com/company/cts-custom-teaching-solutions/ Instagram - https://www.instagram.com/iteachcustom/ Website - https://customteachingsolutions.com **Custom Teaching Solutions is a affiliate for Bookshop.org, which means we receive a commission on every sale that comes through our link at no additional cost to you.** --- Support this podcast: https://podcasters.spotify.com/pod/show/jocelynn-hubbard/support
In this episode on Playful Inquiry, Jenoge speaks with Angela Vargas, an Early Learning TOSA in the Beaverton School District. In her current position, she partners with kindergarten and first grade teachers to enhance their classrooms toward a more student-centered practice focused on playful inquiry. Angela believes in an asset based approach to education, recognizing the assets of both students and families. Jenoge and Angela speak about her early learning experience and how a family move defined her as a student. Angela shares how identity, race, and social constructs are woven into the thread of her teaching. She speaks about the roles that students play in the classroom and how students can work together to enhance their own learning. Angela gives great examples of how to draw out place-based and playful inquiry themes in day-to-day instruction. She also describes how to draw out a student's curiosity to guide lesson planning and instruction. Angela describes how listening to and observing students can help meet student learning needs. Do we always listen to or observe the behaviors of our students? Perhaps her ideas will resonate with you and help you better connect to the needs of your students. Resources: Center for Playful Inquiry Early Childhood Reggio Emilia Approach Democratic Learning in Classrooms Cultivating Genius by Gholdy Muhammad OEA Grow is a member of the Labor Radio Podcast Network.
In this episode, we talk to Camille Auguste about book censorship and book banning trends. Ms. Auguste stresses the importance of self-reflection and really knowing our students to better connect with their needs. We also discuss partnerships with parents to encourage rich conversations about curriculum. Ms. Auguste is inspired by the works and philosophies of revolutionary individuals such as James Baldwin, Paulo Freire, Gholdy Muhammad, Assata Shakur, Gloria Ladson-Billings, Muhammad Ali, and Bettina Love, to name a few.
In this episode, we talk to Dr. Gholdy Muhammad about her book Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. She shares the importance of knowing and honoring one's own and the students' historical identities. We also discuss the practical applications for this framework in and outside of education, as well as her inspiration for writing this book.
In Episode 121, Chey and Pav speak with Dr. Gholnecsar (Gholdy) Muhammad, author of "Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy" as well as her newest release, "Unearthing Joy: A Guide to Culturally and Historically Responsive Curriculum and Instruction." Dr. Muhammad talks to Chey and Pav about the origins of the framework, the importance of Black literary societies on present and future education, and the connections between Joy and Hope. Truly and engaging and inspiring conversation, you will take away so many meaningful nuggets. Tune in to the interview starting at minute 9:23. Want to know more about Dr. Gholdy Muhammad? Check out her website at https://hillpedagogies.com/ Interested in purchasing her books? Check them out here: Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy Unearthing Joy: A Guide to Culturally and Historically Responsive Curriculum and Instruction Chey and Pav are always open and willing to engage in meaningful chatter about educational topics, just like Building Engaging and Meaningful Read-Aloud Tasks. Check it out and their other content at cheyandpav.com. The Chey and Pav Show! A rich discussion with several a-ha! moments throughout. Tune into this great chat, and as always, be a part of it by tagging @Staffpodcast #CheyandPav on Twitter! Tell us what you think, interact, and give us your feedback and reflections. Check out all the podcast episodes, recent and upcoming presentations, the Chey and Pav Blog, and all the other amazing things they are up to at CheyandPav.com! If you're looking for dynamic presenters for professional development, or a seminar or keynote address for a conference, please reach out to us at info@cheyandpav.com. Chey and Pav Educational Services, Inc.
Happy Classrooms are so needed in this post-pandemic education space. I recently saw Dr. Gholdy Muhammad speak as a keynote at ELeducation National Conference. She shared about infusing JOY in our classrooms... make Happy Classrooms to help our students engage and connect with the content. In this episode we will honestly chat about: Lessons of Joy from Dr. Gholdy Muhammad Easy to implement ideas for a Happy Classroom today! Continue the learning at monamath.com/community monamath.com/ebook monamath.com/discussion to grab your free guide. Find Dr. Gholdy Muhammad's new book Unearthing Joy
This week, we're releasing a never-before-heard conversation from Shane's days as the host of Ed. In this conversation, Gholdy and Shane talk about Gholdy's experience in education as a student and how important representation is for young people. They also discuss the importance of constructing healthy narratives, both in the present and from a historical viewpoint as well. Finally, Gholdy shares her thoughts on love, joy, and beauty and why all these things need to be central to the education experience. Support Us: Don't forget to like and subscribe, and follow us on Twitter @unprocast and @unprocast_shane Have a funny story or suggestion? Email us! Get your Unprofessional Development Merchandise! T-shirts, bumper stickers, magnets, and mugs!!! Unprofessional Development is brought to you by: Connect First Credit Union Alberta Blue Cross
Phenomenal Conversation W/Mr. Short: Dr. Gholdy Muhammad In today's Phenomenal Conversation, I spoke with Dr. Gholdy Muhammad. Muhammad is a professor at the University of Illinois Chicago, a researcher with a focus on social and historical foundations in literacy and the best-selling author of Cultivatiing Genius: An Equity Framework For Culturally And Historically Responsive Literacy. During the conversation, we discussed her career beginnings, her equity work, literacy framework, and how it fits in today's literacy landscape. Be Phenomenal, Mr.Short Check thephenomenalstudent.com and The Phenomenal Student Podcast. Follow me on Tik Tok: @thephenomenalteacher and Twitter: @Mr100teacher #EduTok #TeacherLife #Education #TeachersofTikTok #ScienceofReading #Literacy #Classroom #foryou #culturallyresponsive #highereducation --- Send in a voice message: https://anchor.fm/jeremiah-short0/message Support this podcast: https://anchor.fm/jeremiah-short0/support
Identity. Skill Development. Criticality. Intellectualism. Joy. Imagine if every school environment embraced these pursuits for education and learning; it was my distinct honor to open Season 2 of the We See You, Teacher Podcast with the inspirational Dr. Gholdy Muhammad. In the podcast, she shares her dynamic model, the Historically Responsive Literacy Framework and how it can be leveraged in multiple contexts across the K-12 Spectrum. We learned what inspires her, what brings her joy, and her hopes for the future of education. Link to buy Dr. Muhammad's book: Cultivating Genius https://shop.scholastic.com/teachers-ecommerce/teacher/books/cultivating-genius-an-equity-framework-9781338594898.html Be sure to give it a listen and give a 5 star rating. #weseeyouteacher #teachers #education #podcast #edleaders #leadership #culturallyresponsive #joy #pedagogy #intellectualism #criticality #skilldevelopment #identity #blackjoy
In the final episode of our School Principles series, we explore abolitionist education: a teaching approach centered on abolishing oppressive educational structures, while loving, protecting, remembering, and healing children of color and their communities. And we ask, what is the purpose of education? Dr. Gholdy Muhammad, Associate Professor of Language, Literacy, and Culture at the University of Illlinois Chicago, joins us to explore all these questions.
In the final episode of our School Principles series, we explore abolitionist education: a teaching approach centered on abolishing oppressive educational structures, while loving, protecting, remembering, and healing children of color and their communities. And we ask, what is the purpose of education? Dr. Gholdy Muhammad, Associate Professor of Language, Literacy, and Culture at the University of Illlinois Chicago, joins us to explore all these questions.
In this throwback episode from season one of the Building the Black Educator Pipeline Podcast, Dr. Gholdy Muhammad joined the show to break down the rich history of Black educational excellence and how it can help reframe the way we think about curriculum and instruction today. Dr. Gholnecsar (Gholdy) Muhammad is an Associate Professor of Literacy, Language, and Culture at the University of Illinois Chicago, where she studies Black historical excellence within educational communities. Dr. Muhammad's scholarship has appeared in leading academic journals and books, including Research in the Teaching of English, Urban Education, Journal of Adolescent and Adult Literacy, Language Arts, and Written Communication. She has led a federal grant with the United States Department of Education to study culturally and historically responsive literacy in STEM classrooms.Dr. Muhammad is also the author of Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy, in which she presents the concept of Historically Responsive Literacy, derived from the study of literacy development within 19th-century Black literacy societies. In this episode, Dr. Muhammad explains how this framework is essential and universal for all students, especially youth of color, who traditionally have been marginalized in learning standards, school policies, and classroom practices.
In Don't @ Me (2:16), Tom reflects after a camping trip about his core group of friends who are more like family. Then, Tom is joined by Gholdy Muhammad (11:51) to discuss her book, "Cultivating Genius, an Equity Framework for Culturally and Historically Responsive Literacy." Finally, in "Assess THAT with Tom & Nat" (46:40), Tom and special guest Natalie Vardabasso talk about how to assess 21st-century competencies. Gholdy on Twitter: @GholdyM Gholdy on Instagram: @gholdym NEW BOOK BY TOM: "Concise Answers to FAQs about Assessment & Grading" UPCOMING PROFESSIONAL LEARNING Grading from the Inside Out (2-Day Workshop) Long Beach, CA (September 21-22, 2022) Register Here Minneapolis, MN (December 1-2, 2022) Register Here Teach Better Conference (CODE: Schimmer22) Akron, OH (October 14-15, 2022) Register Here CONNECT WITH NATALIE VARDABASSO Nat on Twitter: @natabasso EduCrush on Twitter: @educrushpod EduCrush Podcast: #EduCrush on Apple CONNECT WITH TOM SCHIMMER Email: tomschimmerpod@gmail.com Twitter: @TomSchimmerPod Twitter: @TomSchimmer Instagram: @tomschimmerpodcast TikTok: @tomschimmerpodcast Facebook: Schimmer Education Website: www.tomschimmer.com
June 17 2022 - Episode 97The Ignite EdTech Podcast with @mrkempnz1. Introduction2. Question for you - What is your biggest career milestone & what has made you the most proud?3. EdTech Tool of the Week - Remind4. EdTech Tip of the Week - STEM and STEAM5. Interview with Joel Jr Llaban6. Win a prize by going to bit.ly/edtechwin and completing the short form7. Subscribe, Rate and ShareIf you have a question that you want answered on the podcast please emailinfo@igniteedtech.comConnect with Mark Quinn here or via email markquinn9129@gmail.com Links from PodcastJoel on Twitter and LinkedIn Bettina Love's Book - We want to do more than surviveIsabel Wilkerson's Book - CasteGholdy Muhammad's Book - Cultivating GeniusCanvaWith our 100th Episode coming up in August - please send a short voice message to be included to celebrate this milestone! Click here to record
In part two of our Exploring Equity series, we look at two additional books our community studied as we challenge ourselves to incorporate CRSP in our daily lives and work. Listen to our senior leaders discuss key takeaways from Cultivating Genius by Gholdy Muhammad, and Advancing Racial Literacies in Teacher Education: Activism for Equity in Digital Spaces, by Detra Price-Dennis and Yolanda Sealey-Ruiz.
John Schembari shares about his journey within the education world. He discusses what it takes to be a true teacher leader and how you can leverage past experiences to add value to your teacher leadership journey. https://alwaysalesson.com/wp-content/uploads/2022/04/empowering-educators-podcast-9.png ()Quotables A true leader understands that it's about empowering the community, not necessarily empowering themselves. We cannot do this alone. It requires all of us to step up and give our best. Educators throughout time have had similar concerns and stress… take comfort in that. You can have all the content knowledge in the world but if you can't transmit it or get other people interested in it, you can't teach. Sometimes you just need the right person to say the right thing at the right time. You have to help raise and grow people first and then everything else comes. That ignites my passion, to see the spread of good things. Not bad things. About John: Dr. John Schembari is an Improvement Coach through which he supports teachers and school leaders by performing on site evaluations, identifying data informed trends, reviewing curriculum/assessment materials, creating improvement plans, coaching individuals one-on-one, developing and delivering group trainings to educators, and implementing evidence-based instructional strategies that improve teaching practices and increase student learning. John's areas of specific interest include the facilitation of professional learning communities and educator affinity networks, implementation of project-based learning, and the development of teaching practices that promote student engagement, equity, and inclusion. Prior to his time as a consultant, he served as a middle school teacher, high school social studies teacher, founding high school principal, K-12 district CAO, leadership development facilitator, and as national director of teacher and school leader learning. John also has lived/worked internationally in Japan, Saudi Arabia, and The United Kingdom, and, occasionally, performs on site reviews of American curriculum schools in The United Arab Emirates. Raised in New Jersey, he received his undergraduate degree from the University of Mary Washington (VA), his master's degree in public administration from the University of Pittsburgh (PA), his second master's degree in educational supervision from Montclair State University (NJ), and his doctorate in educational leadership from Seton Hall University (NJ). Linked - Media Mentioned: Linkedin - https://www.linkedin.com/in/johnaschembari/ (https://www.linkedin.com/in/johnaschembari/) https://www.amazon.com/s?k=cultivating+genuis&gclid=CjwKCAiA4KaRBhBdEiwAZi1zzm7dL9RaYKiptbX6bqAsCSjPfJDAHxHWM0afIXZR5O9vohTHkIm_NxoCDlwQAvD_BwE&hvadid=582217944633&hvdev=c&hvlocphy=9014993&hvnetw=g&hvqmt=e&hvrand=8952257047922844262&hvtargid=kwd-1634531577331&hydadcr=7691_9903761&tag=googhydr-20&ref=pd_sl_3rd9497dfc_e ("Cultivating Genius" by Gholdy Muhammad) https://marshallmemo.com/ ("The Marshall Memo" Kim Marshall) https://www.the74million.org/ (The 74) https://www.edweek.org/ (Education Week) https://www.ascd.org/el (Educational Leadership) https://www.themainidea.net/about/ (The Main Idea) Come Chat on Clubhouse! Instructional Coaching Clubhttp://www.clubhouse.com/club/instructionalcoaching (- www.clubhouse.com/club/instructionalcoaching) Join the Always A Lesson Newsletter Join http://eepurl.com/lJKNn (here) and grab a freebie! Connect with Gretchen Email: gretchen@alwaysalesson.com Blog: https://alwaysalesson.com/blog/ (Always A Lesson) Facebook: https://www.facebook.com/AlwaysALesson/ (Always A Lesson) Twitter: https://twitter.com/gschultek/ (@gschultek) Instagram: https://www.instagram.com/always.a.lesson/ (Always.A.Lesson)
At Eagle Rock School & Professional Development Center in Estes Park, CO, teacher preparation is a critical element of the school's mission and work. Director of Professional Development Sarah Bertucci oversees this program in partnership with national non-profit Public Allies. Each year, Eagle Rock brings on a new cohort of fellows who can earn their Colorado teaching license through the school's alternative licensure program. In this episode we talk with Sarah about the program's mission, goals, and approach. Plugs include the Teacher Powered Schools Conference, What School Could Be, Cultivating Genius by Gholdy Muhammad, and Open Way Learning. Music by Ketsa.
In this episode, we talk to Camille Auguste about book censorship and book banning trends. Ms. Auguste stresses the importance of self-reflection and really knowing our students to better connect with their needs. We also discuss partnerships with parents to encourage rich conversations about curriculum. Ms. Auguste is inspired by the works and philosophies of revolutionary individuals such as James Baldwin, Paulo Freire, Gholdy Muhammad, Assata Shakur, Gloria Ladson-Billings, Muhammad Ali, and Bettina Love, to name a few.
Cultivating Genius, One Stitch at a Time: Bisa Butler and Gholdy Muhammad In this episode, we celebrate Women's History Month and the power of women to transform our world, one stitch at a time. Host Suzanne McCabe talks with Scholastic Kid Reporter Camille Fallen, 13, about a recent interview she conducted with acclaimed textile artist Bisa Butler and Dr. Gholdy Muhammad, an educator and the author of the bestselling Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Bisa's textile portraits, which are inspired by black and white photographs that she collects, tell the story of both ordinary and notable Black Americans. She uses the medium of quilting to interrogate the historic marginalization of her subjects, while conveying the subjects' complex individuality. “My work is a recording of what life is like for me as a Black woman and the way I see things,” Bisa says. “By creating these portraits, I'm giving other people a window into how Black people see themselves. It's an insider's view of a community that is not always paid attention to, a community that has been mischaracterized deliberately, lied about, or ignored.” Bisa, who had a solo show in 2020-'21 at the Art Institute of Chicago, will be honored this spring at the 60th Anniversary Benefit Gala of the American Folk Art Museum. Bisa and Gholdy both approach their work as educators. Bisa is a former high school teacher, and Gholdy, an associate professor of language and literacy at Georgia State University, has served as a school district curriculum director and a middle school teacher. Camille, who lives in Virginia, is a member of the award-winning Scholastic Kids Press team.
Mealey and Tudisco get the opportunity to talk to the amazing Gholdy Muhammad, an associate professor of Language and Literacy, director of the Urban Literacy Collaborative and Clinic, author, educator, and all around superhero. We discuss how her five pursuits can outperform standards, how to have hard anti-racism conversations, and why the tap water is safe to drink... The best way to learn her five pursuits is through her book, Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Interested in her professional learning? Check out HILL Pedagogies. And, just for fun, this is a miswak-- the 7,000 year old toothbrush. Support Us: Don't forget to like and subscribe, and follow us on Twitter @unprocast Have a funny story or suggestion? Email us! Get your Unprofessional Development Merchandise! T-shirts, bumper stickers, magnets, and mugs!!!
In this episode, author Andrea Davis Pinkney and her husband, illustrator Brian Pinkney, join host Suzanne McCabe to talk about their new picture book: Bright Brown Baby: A Treasury. Andrea and Brian have created dozens of acclaimed books for children, including Hand in Hand: Ten Black Men Who Changed America, Martin Rising: Requiem for a King, and illustrated biographies of Alvin Ailey, Duke Ellington, and Ella Fitzgerald. Andrea, who is an executive editor and vice president at Scholastic, wrote the libretto for an operatic adaptation of Ezra Jack Keats's 1962 classic, The Snowy Day, which had its world premiere at the Houston Grand Opera in December 2021. In the episode, Andrea and Brian talk about their creative process, trends in children's literature, and the recent loss of Brian's father, Jerry Pinkney, an award-winning illustrator of more than 100 books for children. Resources: Books by Andrea Davis Pinkney (https://www.scholastic.com/teachers/teaching-tools/articles/authors/andrea-davis-pinkney.html): See more titles by the Coretta Scott King award-winning author. The Art of Brian Pinkney (https://www.writershouseart.com/brian-pinkney/): See more of Brian's illustrations. Share Black Stories (https://www.scholastic.com/parents/books-and-reading/raise-a-reader-blog/share-black-stories-books.html): Scholastic has curated titles ranging from picture books to young adult novels that center around Black lives and Black joy. Remembering Jerry Pinkney (https://www.nytimes.com/2021/10/21/books/jerry-pinkney-dead.html): The New York Times calls the late children's book illustrator “one of the most revered artists in the genre.” Special Thanks: Producer: Bridget Benjamin Associate producer: Constance Gibbs Sound engineer: Daniel Jordan Music composer: Lucas Elliot Eberl Coming Soon: Celebrating Women's History Month with Bisa Butler and Gholdy Muhammad
This took 6 months to record, & EVERY second of the conversation was helpful, inspiring, & thoughtful. I'm a better person for having talked w/ Dr. @GholdyM. This is worth multiple listens when we need to be grounded back in work that matters. By purchasing this book through this Amazon Affiliate's link, you are supporting the cost to maintain the blog at no extra cost to you: https://amzn.to/3AlYuyY
The incomparable, amazing educator and author Dr. Gholdy Muhammad, author of Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy, visits Daily Border Crossings and gets candid, discussing everything from food and family to 19th century Black women who inspired her work to Taboo and Spades! She discusses her book including how she came up with the title, why the book -- which is grounded in the teachings from Black women in Black literary societies from long ago -- is for all students. Gholdy has made such waves, she's now working with music super producer Pharrell Williams & shares about that. You may have heard about her style of pedagogy or even heard her thoughts on critical race theory —some of which she shares on this episode — but what do you know about her? What drives her? What was life like growing up and who were the special ppl who poured into her so wonderfully that they created the beautiful human she became who now pours into so many? What did she say about Jazmine Sullivan's speech at the Soul Train Awards & hear how she connects that to the long history of Black excellence & Black education. Black excellence and education are the foundation of her book — why does she think her book has been such a success and more importantly, what advice does she have for aspiring authors? Speaking of her book, a number of teachers and schools and districts are using her framework, while many schools, when it comes to antiracist and inclusive and culturally responsive teaching, say they prefer to wait for teacher buy-in to do so. Wait for Gholdys strong views on buy in and why it's extremely problematic, harmful, and a shameful thing to do. Finally, Gholdy joins me for the new Point Counter Point, where guests get 30 seconds to discuss each item in a list of topics -- and we learn if she's a Taboo or Spades person! All that and more on this episode of Daily Border Crossings -- produced and hosted by Samantha Fletcher, music by Miles J Beats, on socials as @milesjbeats. --- Send in a voice message: https://anchor.fm/dailybordercrossings/message
I got her! , Author Gholdy Muhummad joins me to talk her book "Cultivating Genius". We sit down to discuss education, teaching, knowing our kids and creating joy in the classroom. For you parents take a listen on what to look for when choosing a school and getting involve in your child's education. To learn more about my sister in education Gholdy Muhammad visit https://hillpedagogies.com/ Brought to you the way ya GILF always does it. Fun, Funny, and sprinkled with the FUCKERY. Join the party, Learn more about Karyn Elle and Sayith Loud on our website, join our GLOW or Patreon for our premium content. Support the movement by making a donation. www.sayithloud.com www.glow.fm.sayithloud www.patreon.com/sayithloud www.https://www.paypal.com/donate/?hosted_button_id=AG2QPLGX55QDQ --- Send in a voice message: https://anchor.fm/sayithloud/message Support this podcast: https://anchor.fm/sayithloud/support
What can we learn about literacy from our nation’s past?Dr. Gholdy Muhammad, author of Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy, shares her findings from her dissertation work on black literary societies and their relevance for today’s educators.In my conversation with Gholdy, we discussed:her professional learning journey researching this important topic,the four pursuits of this pedagogical framework teachers can follow, andhow to be a culturally responsive teacher in these challenging times.This is an episode you won’t want to miss!Relevant ResourcesBuy Gholdy’s bookRead our book club contributions around Cultivating Genius from this summerLearn more about Gholdy’s work on her websiteFollow Gholdy on Twitter (@GholdyM)Listen to this episode on Apple Podcasts (and give a rating!)Full TranscriptMatt Renwick (00:07):It's nice to meet you Gholdy. Dr. Gholdy Muhammad is the author of Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy through Scholastic. She has her PhD in Literacy, Language and Culture at the University of Illinois, Chicago where she's also an associate professor. I came across your book actually through Lois Bridges. She was your editor, I believe on your book.Gholdy Muhammad (00:41):Yes, she was my extraordinary editor. I really enjoyed working with Lois.Matt Renwick (00:46):And I worked with Lois on a project, Bring Me a Book. I said, I'm looking for some titles for the summer book club and I mentioned yours as one. And she's like, "Oh, it's phenomenal. It's transformational. You have to do that one." And that was it. If Lois says read it. I read it. But yeah, it's such a unique book. What drew you into that study?Gholdy Muhammad (01:11):Yeah, I was at the time I was in graduate school and studying for my PhD in Language, Literacy and Culture at UI-C. And, you know, like a lot of people I'm always searching for solutions, answers, better ways in education. And I was really interested in the collaborative literacy spaces that are created, like book clubs and writing groups. And that's what my research was on: these literacy collaboratives and a professor pointed me in the direction of this rich history of literary societies. And I came upon the work of Elizabeth McHenry who wrote the book Forgotten Readers, and she captures these literary societiies throughout this history of the 19th street. Dorothy Porter, who was a librarian for Howard University, was also one of the first people to write about these literary organizations. But when I was reading them, I was reading them like a K-12 teacher. Elizabeth McHenry, her scholarship has less of carry over into education and library studies and things like that.Gholdy Muhammad (02:35):And English studies and humanities and things. But I was reading it like a teacher and I would read and come upon artifacts after artifacts. I would read something, then it would direct me toward another archive and then another one and another one. And it was like this beautiful sort of scavenger hunt of knowledge and information. And as I was reading about our ancestors, it was helping me to become a better teacher, a better scholar, a better thinker. I'm a better doer of my research, you know, instead of just writing about it, helping to show action, right. To improve communities. And so that's kind of how it came about. When I started reading, I just couldn't stop. I couldn't stop reading about it, writing around it and studying these spaces.Matt Renwick (03:27):The framework that you create for this, around culturally and historically responsive literacy, it's a curriculum framework, right? How do you take some of these ideas and put them into action in the classroom?Gholdy Muhammad (03:40):Yeah, it's a pedagogical framework, and it's focused on creating curricular pursuits, teaching and learning pursuits. And I think even if we think about pedagogical and teaching and learning, it can be used across different grade levels in spaces, right? It depends on where one is teaching and where one is learning. So, you know, even though this is initially designed for K-12 education, I've seen it with three-year-olds and pre-K, I've seen it with higher education, adult education have adopted using it, companies using it to think about their internal work around diversity, equity and inclusion. So I also think it has some wider manifestations, in addition to how we use it as teachers and leaders in schools.Matt Renwick (04:34):I shared with you before: I saw that it's sold over a hundred thousand copies, which in the educational publishing world is huge. So you've definitely offered something that people are looking for, and just reading some of the examples too, it feels like it just couldn't have come at a better time. People are overwhelmed and stressed, as well as societal, civil unrest too. Just the, kind of the simplicity of it, it doesn't feel overwhelming when I read some of your examples. Some of the lessons and units you've designed, are you finding that when you work with teachers that they're finding this refreshing?Gholdy Muhammad (05:16):And leaders, because I want principals to write a sample read-aloud lesson plan or unit plan with the model and try it out too, because they are teacher leaders. And I feel like that's a big part of it. But what I find is, I think anytime we introduced a new model or a framework, as you know Matt, teachers may feel like, "Oh, wait, something else, how am I supposed to do something else in addition to everything else I'm doing?" And they're absolutely right. You know, we have introduced a lot of models, frameworks, strategies, theories to them. But a lot of these models have never sort of captured cognition with social cultural news, with critical theory, with equity, with justice. But also with reading skills and math skills and STEM and all of these things that my model does.Gholdy Muhammad (06:17):And so I think at first, it may feel overwhelming, but then when I'm with teachers and I have them practice with it, what they create is such genius because our teachers are geniuses too. And they create these learning experiences, not activities, but experiences with children that are so enriching and meaningful. I mean, things that I think children will remember for the rest of their lives. And they're like, "Oh yeah, this is doable." Like you were saying, I could do this. And in many ways I've been already doing this part of it. There are lots of teachers who have centered identity in the learning, but they have not gone as far as assess it oftentimes. So I think this has been elevating the pedagogical practices of teachers across the nation and in other parts of the world that I've been able to work with.Matt Renwick (07:16):So you're blending different philosophies of education that have come through historically and to allow teachers to be empowered, and our kids. There was one term in there that was pretty new to me. It was criticality. Can you describe that term? You do a nice job in the book, but I think so everyone's aware of the importance of criticality when you're creating curriculum and instruction.Gholdy Muhammad (07:49):Yeah, criticality...Like the root word critical. And I talk about critical, like as upper case C critical, not just deep and thoughtful, analytical thinking, but deep, thoughtful, analytical thinking as it relates to justice, equities, inequities, representations, conscious power. That's what criticality is; to have criticality means that you have an understanding of oppression, anti-oppression. Sometimes people send messages out and they said, "How can I be a disruptor of oppression? That's just horrible. And we're going to let everybody know." And I said, "Oh, oppression is hurt, pain and harm. If you're not a disruptor of oppression, what would you like me to be? You either want me to be silent on someone else's or my own hurt, or you want me to contribute to it." And so I talk about oppression in that way, because I think you can oppress or hurt the land and the air by polluting and littering.Gholdy Muhammad (09:01):I think we should be teaching students about that. I think you can oppress living organisms like animals and plants. I think we should be teaching students about that because if we don't teach them how to disrupt it, we may not have a planet for them to live on, right? I teach them about the hurt, pain, and harm, where we can often inflict to ourselves, like saying negative things to ourselves. Like "I'm not good enough. I'm not smart enough." And then I think people can hurt and harm other people like through racism, sexism, ableism, religious discrimination, classism, and things like that. So criticality the way that I use it and take it up in my work, it is the naming, the understanding, the questioning, the disruption of hurt and harm in the world and humanity to understand it and name it enough and disrupted enough that you're working everyday to make the world better, to make our lives better and the lives of others better. And that's what criticality is. It pushes for a better humanity for all, not just for black children or white children or brown children, but for all of us, because we have to be in this together in harmony. And so that is my short, maybe longer, but shorter description of criticality.Matt Renwick (10:29):That's perfect. It's broad enough that you can apply it to just about any unit of study, whether it's history or whether it's the current reality, like you said. So it seemed like an entry point I think that teachers are looking for. I want to talk about some of these issues, but I feel like I can't, because I'm going to get, you know, blasted by someone in the community or I'm even at risk of losing my job. And so they've been there, maybe they're feeling like they're stuck and they don't know where to start. I feel like, I feel like your work would allow them to do that.Gholdy Muhammad (11:05):And you know, sometimes I have to, we have to think about ourselves, but we should not have systems and structures that make teachers think about losing their jobs. If they are trying to teach in equitable ways that should make you keep your job. But our system has been a little bit reversed in that sense.Matt Renwick (11:28):And if in some ways it can avoid some issues where we end up being insensitive to a group or around a topic, because we're just not, maybe we're not versed in it or just don't feel confident in it. So it just feels like the framework really does help. Can you quickly walk through your four steps to develop the unit?Gholdy Muhammad (11:53):So I call these steps more so like pursuits, right, and criticality is one of them. So I like to start with an intellectual prism. What are students becoming smarter about, and pushing back against practices that have only taught skills in isolated ways? Like we teach children how to read that are devoid of texts, sometimes of texts connected to their lives, to the world. Sometimes we teach mathematics decontextualized to students' identities and to the world. So it's kind of pushing back on that notion where I think, what do I want my students to be smarter about? I'll give you an example. Maybe last week I wanted my students to learn about sugar and the history of sugar: where it's grown, the history of sugar and freedom. There's like a rich history in Louisiana of sugar, among communities in color.Gholdy Muhammad (12:52):And that was the starting point. And then I go to identity: what does sugar have to do with the identity of my students? Well, a lot of children consume sugar, but do they sort of monitor their conception and know what they're putting in their bodies? And so to me, I made a goal of that students will consider their daily and weekly intake of sugar and compare it to what doctors say are norms of what children that age need. And then I go to identity matters because we should for the reason of authentic purpose, children want to know what does this have to do with my life? And we should be creating spaces where students get to understand who they are and who they are destined to be. They might grow up and say, "You know what, I need to cut back on my sugar intake."Gholdy Muhammad (13:47):The third pursuit that our ancestors gave us are skills. So I went to the skills goal and I said, "Well, what does sugar have to do with skills?" So I used two different skills. One was a science skill of studying the molecule and being able to learn how to dissolve sugar through experimentation. That was the science goal. And then I'm at literacy. I mean, I'm always bringing more literacy in. So I also would want students to learn how to read and write a lab report that one would do as a scientific expert. The fourth pursuit, which we already mentioned, is criticality. And what does sugar have to do with harm and hurt? I won't say oppression, but sometimes I feel like sugar oppresses our body because it does: it can harm the body, certain sugars, right? So I would have students look at unhealthy forms of sugar.Gholdy Muhammad (14:52):Sometimes doctors call them bad sugars versus good sugars. Those that are, you know, in processed foods and things like that. And they will look at the harms of what it does to the body. You know, I'm thinking about, sometimes they show these images of pouring sugar in these containers and how much sugar is in this and this and this. I think it was like a Parks and Rec episode where they had this sugar, this fast food place. I was like, oh, there's sugar in it. But you know, we would think about the harms of the sugar, of the body, of certain sugars. And then for a joy, I added a fifth element to the model. I know it would be written about in my next book. It's joy: what's the beauty, the aesthetics and the topics we're teaching children need? Joy. Teachers need joy, parents need joy.Gholdy Muhammad (15:47):We all do. And so I would maybe then focus on the healthy sugars like fruits and vegetables. A lot of children don't know that there's sugar in certain vegetables. And so collectively, it just started with sugar, but we're able to teach intellectualism, skills, identity, criticality and joy. So now I'm teaching the whole child and I'm taking sugar. I could have easily just taught them, "Hey, this is sugar. We're going to dissolve it." But look, now I'm giving them a richness of history of sugar, where it comes from. I'm intellectualizing it because they are scholars, the children.Matt Renwick (16:30):It's a relevant topic. And it's like you said, it's so much more than "This is what sugar is. Don't eat too much." And of course they're going to go home and do it, a lot of kids do it, and I have myself. There are so many other...I'm just, as you were talking, I'm thinking other, so many other pathways you could take. You can look at the history of where sugar came from, is currently coming from. And as the kids get older, right, taking a critical look at the working conditions, of how it gets to your store. So yeah, just very interesting. It was great to hear that joy is an added piece to it. When is the book coming out?Gholdy Muhammad (17:23):I don't know. You know, I didn't know when Cultivating Genius was going to come out. You know, I have learned to move in the world to just feel like when it's time, it will happen. And that's what happened. You know, I've been training and doing work with cultivating genius for 12 years, even though the book is almost two years old. And so, you know, the way I write, the way my art is, when it comes, whatever my mind tells me, it's time to write, then it'll probably just pour out. But I'm hoping sometime next year, in 2022, that would be lovely, if not sometime after. But focus on unearthing genius, enjoy more connection on joy and how to take now the model that teachers are learning and go deeper into it, but also give leaders the tools to support teachers in doing this work as well.Matt Renwick (18:28):That's key. I know for me to know we're going in the right direction, because just like you said, there are so many initiatives that we have to be careful. Gholdy, where can they find more about your work and to learn more about you?Gholdy Muhammad (18:47):Social media is a good place like on Twitter and Instagram, it's @GHOLDYM. And like my sugar unit draft, I just posted teachers too. They're just doing amazing things with the model. So I like to share their lessons and units and ideas. I'm at the University of Illinois at Chicago and I'm always inviting people to come study with us, I have amazing colleagues doing such great work there, so they can also reach out to me that way.Matt Renwick (19:28):Awesome. Well, this was a treat for you to join me today and thank you for doing the work that you do.Gholdy Muhammad (19:36):No problem. Thank you for the invitation and thank you for your work. We need this kind of work to come together, to give our educators more tools and more understanding and do it in collaboration. And that's what I feel, when I see the work that's happening. So I just want to say, thank you. This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit readbyexample.substack.com
Season 2 opens with Episode 1, The Updates Show -- updates on the host, on past guests, & on what new/dif things & people to expect this season! This is a special rare chance for listeners to get a peek into the life of the host. I, Samantha Fletcher, am so used to interviewing people BUT this time, I will be I'll be taking questions and sharing my journey. Listeners can expect to hear what I've been doing, including what a year at Harvard for a mid-career wife, mother, busy Black woman was like, as well as some powerful life lessons I've learned that I believe will help plenty of folks out there. I'm hoping to share valuable nuggets of wisdom I picked up from my life journey. I'm also gonna tell you about some exciting upcoming guests this season -- hello Dr. Gholdy Muhammad! -- and changes/additions to the show -- hello YouTube & more guests! And will update you on guests from last season -- for example, you'll hear from Marty Swaim talking about race from the perspective of a white educator and antiracism leader (from ep 1) and from the popular Asian American educator episode (ep 7), I caught back up w Cindy and Ariana, you'll find out if things have or have not changed for them. Othering continues. We will explore it, bring it to light, and learn from it. Come find out what I have in store -- and how it can help move you forward to being a better human being and inclusive member of society. Excited! I've missed you! --- Send in a voice message: https://anchor.fm/dailybordercrossings/message
We are so humbled and blessed to bring you this conversation with the inimitable Dr. Gholdy Muhammad, author of Cultivating Genius, a seminal work in antiracist and abolitionist pedagogy. Dr. Muhammad shares with us a new vision of what teaching may look like. Dr. Muhammad discusses the potential to develop living teaching frameworks, and ways […]
As the COVID-19 pandemic continues to ravage school experiences for teachers and students around the world, questions of belonging in classrooms become increasingly critical for educators and administrators to grapple with. In this episode the co-hosting team chats with Shahrzad Missaghi. Originally from Iran, Shahrzad's life story is a fascinating example of the importance of belonging for all students. This is the second episode of our series on Equity, Belonging, and Inclusion. Plugs include Mason's Greatest Gems by Chelsea Lee Smith and Elaheh Bos, The Lighthouse Effect by Steve Pemberton, Cultivating Genius by Gholdy Muhammad, a new translation of Les Misérables by Victor Hugo, and singer/songwriter Tim Ward, Jr. Music by Ketsa.
In this episode, Susan Lambert is joined by Dr. Julie Washington to discuss linguistic variety and dialects as difference, not error, and how to best support all students as they learn to read. Dr. Washington, professor in the School of Education at the University of California, Irvine (UCI) and a speech-language pathologist, offers practical advice for educators teaching reading to children who don't use general American English and discusses how to do so in a way that respects students' community languages and dialects. She reminds educators that students rise or fall to the expectations set for them, and encourages educators to remember that if they embrace language variety as something that needs to be understood and incorporated into developing successful readers, they will develop successful readers.Quotes:“Teachers need to know about the language variety that their students are speaking.” —Dr. Julie Washington“Educating yourself as a teacher and recognizing where there is variety and difference and not error is critical for how you'll respond to it.” —Dr. Julie WashingtonShow Notes:Teaching Reading to African American Children by Julie A. Washington and Mark S. SeidenbergCultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy by Gholdy Muhammad
In this episode of The Early Link Podcast, host Rafael Otto speaks with Dr. Gholdy Muhammad, whose research has focused on the social and historical foundations of literacy in Black communities and how literacy development can be reconceptualized in classrooms today. She is associate professor at University of Illinois at Chicago, and is the author of a recent book called “Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy.”
Gholdy Muhammad, a teacher and professor at Georgia State University, spent years researching Black literary societies of the early 1800s, where people debated ideas, cultivated a deeper understanding of themselves and thought critically about change needed in the world. From this model, Muhammad developed the historically responsive literacy framework to help teachers and parents raise the geniuses of tomorrow.
Dr. Gholdy Muhammad, author of Cultivating Genius discusses the intersectionality of Critical Race Theory (CRT) and Culturally Responsive Literacy. Clips are from a Dr. Ben Carson interview earlier this year, Candace Owens and Donald Trump with public comments about Critical Race Theory and the 1619 project. Twitter @GholdyM Instagram @gholdy.m https://shop.scholastic.com/teachers-ecommerce/teacher/search-results.html?search=1&text=cultivating%20genius%20gholdy%20muhammad "I conceive our Literary Institutions to have the power of doing. It seems to me, then, that the main object is to accomplish an intellectual and moral reformation. And I know of but few better ways to effect this than by reading, by examining, by close comparisons and thorough investigations, by exercising the great faculty of thinking; for, if a man can be brought to think, he soon discovers that his highest enjoyment consists in the improvement of the mind; it is this that will give him rich ideas, and teach him, also, that his limbs were never made to wear the chains of servitude; he will see too that equal rights were intended to all. Then who would not wish to become inspired with the taste of reading, if it has the ability to create so happy a state of things as I have just described." -James Forten in an address delivered before the American Moral Reform Society, August 17, 1837 --- Send in a voice message: https://anchor.fm/marvin-franklin6/message Support this podcast: https://anchor.fm/marvin-franklin6/support
In this episode, we talk to Dr. Gholdy Muhammad about her book Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. She shares the importance of knowing and honoring one's own and the students' historical identities. We also discuss the practical applications for this framework in and outside of education, as well as her inspiration for writing this book.
Dr. Gholdy Muhammad, author of Cultivating Genius discusses the intersectionality of Critical Race Theory (CRT) and Culturally Responsive Literacy. Clips are from a Dr. Ben Carson interview earlier this year, Candace Owens and Donald Trump with public comments about Critical Race Theory and the 1619 project. Twitter @GholdyM Instagram @gholdy.m https://shop.scholastic.com/teachers-ecommerce/teacher/search-results.html?search=1&text=cultivating%20genius%20gholdy%20muhammad "I conceive our Literary Institutions to have the power of doing. It seems to me, then, that the main object is to accomplish an intellectual and moral reformation. And I know of but few better ways to effect this than by reading, by examining, by close comparisons and thorough investigations, by exercising the great faculty of thinking; for, if a man can be brought to think, he soon discovers that his highest enjoyment consists in the improvement of the mind; it is this that will give him rich ideas, and teach him, also, that his limbs were never made to wear the chains of servitude; he will see too that equal rights were intended to all. Then who would not wish to become inspired with the taste of reading, if it has the ability to create so happy a state of things as I have just described." -James Forten in an address delivered before the American Moral Reform Society, August 17, 1837 --- Send in a voice message: https://anchor.fm/marvin-franklin6/message Support this podcast: https://anchor.fm/marvin-franklin6/support
We follow up on our previous conversation for Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy by Dr. Gholdy Muhammad, I am joined by contributors Gen Arcovio, Ryanne Deschane, Rhonda Precourt, and Carrie Thomas.We used the following three questions to guide our conversation:What takeaways did you gain from this book?What questions do you still have?How have you changed after reading this book?This wraps up the book study. Thank you for your readership and leadership!Relevant ResourcesListen on Apple Podcasts (and Give a Rating!)Order Cultivating Genius from ScholasticDr. Muhammad’s WebsiteDedicated Page for Book StudyFull TranscriptMatt Renwick:So, I want to welcome everyone to the second of two book discussions around Cultivating Genius by Gholdy Muhammad, and I have several guests with us today. We're just going to go around the room and introduce yourselves, and we'll start with Ryanne.Ryanne Deschane:My name is Ryanne Deschane, and I am a first grade teacher in northern Wisconsin.Rhonda Precourt:I can go next. I am Rhonda Precourt, and I am a reading recovery teacher/K-2 literacy interventionist, although this past school year, I did teach kindergarten, and I teach in upstate New York. I also blog with Gen at literacypages.wordpress.com, and we also have a Facebook group. You can search Literacy Pages. And we also have a Twitter. You can follow us on Twitter @literacypages, too.Gen Arcovio:I think it makes sense for me to go next. I'm Gen Arcovio, and I am also a literacy specialist interventionist and trained reading recovery teacher in upstate New York. I work in the same district as Rhonda, and I am the co-creator of the Literacy Pages blog.Carrie Thomas:Hi, and I'm Carrie Thomas. I am a reading specialist/literacy coach in a small, private school outside of Philadelphia, Pennsylvania.Matt Renwick:Well, I am excited to be with Ryanne, Gen, Carrie, and Rhonda here. They've already posted their posts at this point, and they've been well-received by readers. In response to the book, Cultivating Genius... seemed like just such a timely text. I realize it came out last year, but it's been very helpful for me as I think about preparing for the 2021-2022 school year. So, I thought we'd just go around the room and just everyone share one response to each of the three questions around the book. The first one is what are one, two, or three key ideas that you took away from Cultivating Genius? And we'll start with Ryanne.Ryanne Deschane:Okay. So for me, it's a very complex text, but think my biggest takeaway is the histories of marginalized people are important for us to understand our present educational system as well as a path forward. If we don't understand the history, then we don't understand maybe where some of those systemic inequities have came from and what we need to do to move forward in a new direction. So, that was my big takeaway.Matt Renwick:I would concur with that.Gen Arcovio:I'll go next, because what I was going to say connects to what Ryanne was talking about. I think you can't read this book without taking away the fact that White educators need to do more research themselves. And I think it's been a few years in the making for me, culminating now with reading this book, to really understand how inequitable my own education was, except I was the one that benefited from it and didn't even realize that it was at the expense of other people. And it kind of brings up some anger to be at this point in my life and only just be realizing how inequitable it was in so many ways.Gen Arcovio:And then, when I read Cultivating Genius, to realize how much history there is in Black culture regarding literacy and learning that I am only just now knowing. So, it's my responsibility now to kind of redefine my own identity as an educator and do more research in that regard.Matt Renwick:I appreciate the honest perspective, Gen. Carrie or Rhonda, do you want to share kind of key ideas here?Carrie Thomas:I'll go next. One of the things I took away and I thought was really fascinating... So, Gen, you brought up the literary... and how Black folks have a history of these literary societies. And actually, Philadelphia has a ton... has such a rich history of Black literary societies. And me being right outside of Philadelphia, and I teach students who come to my school from Philadelphia schools and in the city, and so it just kind of is like this natural way to connect the students with literacy history and be like, "No, actually, there is a rich history."Carrie Thomas:And I think it's like you said. I'm a White educator, and I teach mostly Black and Brown students. And so, to have this history of these literary societies that now I know about, and it is my responsibility to be like, "Oh, here is this fantastic history, and here are things we've learned from these literary societies that we can take into schools now and really lift up and celebrate what all of our students have to bring to the table."Matt Renwick:Yeah. You're well positioned, Carrie, within this context of the book, as well as where you're located.Rhonda Precourt:Something I really took away was just this whole idea of teaching kids how to have a positive identity about themselves, because that's not just for people of a different color. There're so many different things within identity that serve a minority like women, like homosexuals, students who are learning English for the first time. All of these groups really could serve to have this focus on knowing who they are as people and understanding their culture and background. It leads to more acceptance of yourself and others being accepting of you and feeling like you belong and have a place in the classroom and in your world. So, I found myself reading that part about identity over and over again, because it just really, really made me think.Matt Renwick:Yeah. For myself, I appreciate the distinction that the author made between culturally-relevant and culturally-responsive literacy instruction. I don't think anyone that I've read yet has differentiated between the two. I mean, culturally-relevant seemed more like more on the curriculum side of things, and culturally-responsive more on the instruction side of things. But like you said, Rhonda, I need to reread it to make sure I'm understanding it correctly. But yeah, a lot of rich ideas that you've all illuminated.Matt Renwick:And you talk about identity. Thinking about one or two changes that you might want to make or you've already made since you've read this, I'll just kind of throw out for the whole group. I can certainly go first. I think I've always... I teach in a predominantly White area, and I've always thought I need to make sure that I'm representing in our texts and our instruction a lot of diverse representations, I guess, but it really hit home for me that even if this is what our population is, how critical it is for those one or two or three kids that do come in our schools. I mean, I wouldn't say it's more important, but it's just really important for those kids to see themselves when they live in an area like I live in. Other thoughts on that, and just changes you've made or you're planning to make?Carrie Thomas:So, I'll speak. I actually just submitted my post about this today, but I thought of two... And it's funny, because I actually picked up this book right when it came out. I saw it, and I was like, "Oh my gosh, I'm going to get this. It's going to be great for my students. It's going to be great for my school. And so, I have... On the cover, it says "An Equity Framework," and I have literally used this book for the framework to design the literacy program at my school. Before I got there, there was no real comprehensive, cohesive literacy program, so I was kind of tasked with building one from the ground up. And so, I had to do a lot of digging into, what had already been there? What materials are we using? What does the curriculum look like? How are we assessing our students?Carrie Thomas:And what I found out, especially from after reading this book, I realized that a lot of the materials we were using, a lot of the ways we were assessing the students and finding levels and doing all that stuff you have to take data on and everything was not very culturally-responsive at all. Matt, you talked about being in a predominantly White area, and I kind of ran into the problem where I teach mostly predominantly Black and Brown students, but the texts that we were using still featured mostly White people on the cover, or animals, right? Because animals have a higher percentage of being on covers than Black and Brown students.Carrie Thomas:So, I kind of had a similar problem that I had to start finding texts and finding materials where the students could see themselves at all represented, because they just weren't seeing themselves in anything. Weren't reading stories about themselves, weren't getting assessments that they could recognize names or situations or anything like that.Carrie Thomas:And so, one of the biggest takeaways was the identity and just reinforced how important it is where students can see themselves in the text and really make that connection. Once I started showing students books with characters that looked like them, and they were like, "Oh, my gosh, this character looks like me, and I know what it's like to go to the barbershop and get my locks taken care of." Or, "I know what it's like to see an LGBTQ character doing this, because I can relate to that." It just kind of reinforced the importance of that seeing themselves in the text.Matt Renwick:Mm-hmm (affirmative). Gen or Rhonda, what are your thoughts on this in terms of changes you might make or you already have?Gen Arcovio:I think there are some quick changes that I can make. A higher focus, even though I'm an interventionist, and so I'm primarily working with individuals or small groups of students, I can still do more work with identity. I can still use this framework to look at my lessons every day and see if I am accounting for all of these areas that she's talking about. Building identity, building intellectualism, all of those pieces that she's talking about. This book is really a call to action for us all to critique what we're doing, and I can do that right now with what I'm in control of where I work.Gen Arcovio:I think asking daily, "Does what I'm doing right now today with this student or these students really develop their intellectual wisdom, or is it telling them what to be or do?" And so, that's something quick I can do now, but then there comes the systemic part. How do we disrupt the system to favor all students? That's the bigger change that has to take place that requires a bigger group of people. So, that will be on our plates to make sure that what we've learned here goes someplace else besides my room and the students I work with.Matt Renwick:Yeah. I like that call to action, and I think that's a great, great way to see this book. Rhonda, did you want to add to that?Rhonda Precourt:Yeah. There was a part in the book about how students are often described kind of in a negative way, Black students, especially, in urban areas. And so, I think too, as a literacy specialist, you meet with teachers a lot, so it gives us the opportunity to model that positive talk. Leading with the student's strengths rather than starting with the things that they need. So, that's one way I think that I could make a change. Well, it's something that I'm doing, but to be a little bit more intentional about it, maybe.Rhonda Precourt:Another thing I was thinking about is to maybe just question things more. This book made me think about so many situations that I've come across as a teacher, and one situation that just popped in my head today was I had a parent contact me before school started, and they wanted to know if there were going to be any other Black children in the classroom, because her daughter was Black. And I feel like at the time, I just... I was kind of like, "Well, okay," but I don't think I really thought about it the way I should have. Now I'm thinking, what was that parent's experience like in school? Most likely, she grew up in that same area in the same classrooms with lots of White people.Rhonda Precourt:Even just think about my own kids, if I had to advocate for them to be in a setting where they would be with other kids like them so they would feel like they belong. If education looked different, and we already had things in place, it wouldn't matter, I feel like, if you were in a classroom with people that... wasn't very diverse, if it was set up in a way that they could still see themselves in different ways, if that makes any sense.Matt Renwick:For sure. One of the posts, I can't remember whose it was, but it started to question just a typical practice that they've had in their school. It might have been Gen. Was it you, Gen?Gen Arcovio:Yeah, the "what you want to be when you grow up"?Matt Renwick:Yeah.Gen Arcovio:Yeah.Matt Renwick:You almost seemed like you were looking at that event through new eyes, and I thought that was a nice example of what Rhonda's talking about. And I think kind of leads into our last part, which is just, what's one question you have still after reading this book? And for me, it's... I don't know why I get stuck on these things, but I wanted to see the unit template. She talked about units and lessons. I'm such a concrete thinker in some ways, but I wanted to see, what was the unit template looking like? Her lessons were great in the back, but just from a book standpoint, what was that progression of learning? What was that kind of story that you can create around historically-responsible literacy instruction beyond just the one lesson? But it was just that a question I had. What about you? Ryanne, what do you think?Ryanne Deschane:I'm going to be the elephant-in-the-room person. Mine is for administrators or principals and other colleagues who haven't yet begun to grapple or delve into this work who maybe come from a stance of, "You're going at this too fast, and it's very politically charged." How to shift that mindset to beginning the work and engaging and investing in learning more. I think that's a difficult challenge, especially where I'm at, because we don't have a lot of diversity, so sometimes, the narrative is, "Why does it matter?" I guess years ago, I probably was on that same wavelength, because it's like Maya says, do what you know until you know better, and then do better. And so, I'm trying really hard to do better, but I don't quite know how to get others there. And so, that's my big question of, how do we do that?Matt Renwick:Mm-hmm (affirmative). That culture is huge.Rhonda Precourt:Ryanne, Ryanne, I think I was thinking along the same lines as you. I think that we do have a pretty big push in our area to attack this type of work, but I don't... How do we get to the place where we're not just kind of going through the motions of learning about these things or even doing a book study, but it doesn't really meet the need that... or meet the purpose that we really want to meet?Ryanne Deschane:Yeah. I want that call to action to be now. I want everybody to be on that same wavelength of, "Hey, we need to jump in with both feet." There is no, "People aren't ready for this." Come on. Let's just do it.Gen Arcovio:And it's uncomfortable. It's uncomfortable. And when you see something that doesn't look like it will be equitable, or it looks like it may support oppression in some way, it's uncomfortable to say something, but we have to say it. I think that's my... my goal for myself is to always say something, but you're right, because not everyone is in the place to hear it. And so, I had that down as a question, too. How do we get this in front of people who need to see it? Like you're saying, the ideas, we need to go fully, we need to build this up, we need to make everyone comfortable, but there have been millions of people who have not been comfortable for a very long time. So, that's also my question, too. And then also, where do I look next? What resource do I go to next to help with that?Carrie Thomas:So, yeah, I feel like I have a similar question, right? Like, how do we get other people on board with this? Because it's one thing for us all to be sitting here having a book club and talking about the book and like, "Oh, we're going to read this," but what do we do? And so, that's something I've been thinking a lot about this year. At my school, I'm one of the founding members of our diversity committee, and so we are very committed to action steps as part of the group, because it's like we just need to do something, and as small as it is, it just has to be something.Carrie Thomas:So, we take small actions, like, "What can we do?" I frequently send out booklets and highlight some celebrations that are coming up. You know, "It's Ramadan, so here's a book list for Ramadan that's coming up." Right? "It's Eid, so here is what we do on Eid." Just these action steps and getting it into just everyday language. This is what we're about now. This is what the school is about. This is what instruction is about. And really, when the question comes up, because it always comes up, like, "Why do we have to do this? We've been doing this for 30 years. I don't know why we need to change things." And it's because it always comes back to the students. It's like, "Well, look at the students. What is the best thing for our students? What do our students need?" Because that's what we're doing in school, right?Carrie Thomas:And so, I think that's kind of where I tie everything, and sometimes it's difficult for people to get on board with that, but I think really just being strong, and this is for our students, and this is the world our students are growing up in, and this is what they need to know, and this is how to prepare them to be out there. So, I think my question is kind of like, how do we get other people on board, and what size is the action step? Where is that line between too little and then too much, and how do we navigate that area of action there?Matt Renwick:I think the fact that we're recording this, and we're going to post this publicly, our thoughts, I think is a great first step. I think when we talk about this as a group, we normalize it, just like we would do in a school, and it just gives permission for everyone else to start talking about it, too. And little things that you're doing in your schools to make it part of your culture and to be the leaders that you are. I don't think of any of you as just teachers. I think of you all as leaders, too, and your willingness to put your thoughts down publicly, I think, is courageous. So, I want to thank you all for doing that and thank you for being here tonight. Carrie Thomas:Thank you.Gen Arcovio:Thank you. This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit readbyexample.substack.com
In this special episode, I am joined by Gen Arcovio and Rhonda Precourt in a conversation around this summer’s book study selection: Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy by Dr. Gholdy Muhammad.We used the following three questions to guide our conversation:What resonated with you?What surprised you?What questions do you have?This kicks off the book study. We hope you can join us for the month of July as we read and respond in writing to this excellent and essential resource. Relevant ResourcesAudio + TranscriptAlso Listen on Apple Podcasts (and Give It a Rating!)Order Cultivating Genius from ScholasticDr. Muhammad’s WebsiteDedicated Page for Book StudyFull TranscriptMatt Renwick (00:04):We are here for a discussion around the book, Cultivating Genius, our book study for this summer. And I've got two colleagues with me here today, if you want to introduce yourselves.Rhonda Precourt (00:20):I'm Rhonda Precourt. I am a teacher in the upstate New York area. I have been for a big chunk of years previously been teaching in the literacy area, but this year I am teaching kindergartenMatt Renwick (00:40):And Rhonda, you've been blogging with us for a couple of years now, too.Rhonda Precourt (00:45):Yeah, we blog at literacypages.wordpress.com and that is also our Twitter handle @literacypages. We also have a Facebook group as well.Matt Renwick (01:01):And you brought along your esteemed colleague, Gen.Gen Arcovio (01:05):Hello, I'm Gen and I am a K through 2 literacy specialist also in upstate New York. I work with Rhonda and both of us are trained in Reading Recovery, active reading recovery teachers typically, although not this year. And like she mentioned, we blog together and we extend our learning together in all kinds of ways.Matt Renwick (01:33):Everyone's doing different positions this year, or it's just adding on new roles. I had our art teacher teaching second grade, our phy ed teacher teaching fifth, just to make these new times work. So it's great to have you both join the discussion and I found three questions that I think will start to get our thinking going about around the book, Cultivating Genius by Dr. Goldy Muhammed. And the first one is, what resonated with you? If anyone wants to start us off, otherwise I'm happy to chime in.Rhonda Precourt (02:17):I think what is resonating with me the most is just how far we haven't come in a long period of time. And it's a little bit depressing read it. I love reading about the history. I think it's so powerful, but then it just strikes you about how similar the times are that they're talking about to where we are right now.Matt Renwick (02:46):Yeah. She even mentioned the expectations were higher back then, back in the 1800s, at least for these literary groups. And the other thing that resonated for me was just how they combined everything and it wasn't, here's your reading, and then we're going to do some writing here, and we'll practice some speaking and listening. It was all integrated toward a kind of purpose, which was to empower themselves and cause change. So that was just something that resonated with me. It makes it easier for us to teach reading here and writing there, but it's not always conducive for kids, especially from what I understand from the book, students of color. It can make it more challenging. Well, what about you, Gen? What did you find just compelling?Gen Arcovio (03:43):I was thinking two things. One of them along the lines of what you were saying, and what Rhonda was saying, that the history that I'm reading in this book, a lot of it's new to me and that's astonishing to me and it's causing a significant amount of self-reflection. I think that's one of the more important pieces of this book, is the amount of self reflection that it causes you to do in your own teaching and everything they've done up till this point and what you want to be as a teacher starting today. And then also the integrated approach that Rhonda and I write about all the time, but to see it laid out in this way and how significant it is to teach literacy in that way, so that you have a way of teaching that is empowering everybody. Rhonda and I work in a district that is predominantly white, but when you reading, this has really brought to light the fact that if you teach in this way, you are preventing discrimination in the future for everybody that you teach. This is such an important read. I love it.Matt Renwick (05:15):And you and Rhonda, that's one thing I like about Reading Recovery. With my last school, we had it and it takes an integrated approach, right? I mean, you're doing some reading, some writing, you are doing word work and so you have some of that background. But even with your extensive background, you still found it surprising and caused you to really rethink some of your practices.Gen Arcovio (05:40):I think the purpose, having a purpose for what you're reading and writing is what stood out to me. And it's making me think a lot about what I've done and what I'm going to do. What is the significant purpose for the reading and writing that makes it engaging for them and helps them to grow in their own identities?Matt Renwick (06:03):Yeah, what's the why.Matt Renwick (06:05):The second question, as I mentioned was, what surprised you? I could go here. Tt didn't really surprise me, but I guess I realized how much I didn't know about how persons of color were prevented from, even in the Northern states, prevented from engaging in literacy practices. It was like an editorial, I think, or a column, an essay about, he was a free man, but he wasn't really a free man, because of all these limits that had been put on them because of their race. We have, at least in the elementary level, a kind of a simplistic view of history, like "In the Northern states, they did not have slavery and then the Southern did," but it's more complex than that. They had to contend with those challenges throughout. So that's one thing, I guess that surprised me just like you were saying, Gen, how much I didn't know. So glad we picked this book.Gen Arcovio (07:33):It's almost what's surprising is not necessarily how much you didn't know, but what you thought you did know that isn't aligned or lining up with what's really happened. You know, I think that's something we need to take a good, hard look at in our curriculum across the board. Because I think a lot of us walked away from our education with a different view of where we are in education, in equality, in everything.Matt Renwick (08:15):Okay.Rhonda Precourt (08:19):I was familiar with the term literacy societies, but honestly I had no idea about black literacy societies and how they grew from just a small number of people to these huge groups of hundreds of members. And I was looking at, I just kept reading those 10 lessons from black literacy society. I just was so blown away. I mean, these things that we can learn from them are just so amazing. Like there was the one about how we teach each other, how then they came together, they taught each other how to read. They taught each other how to become better writers. It was just such a collaborative environment. And we do try for that, but I think especially as kids move up in grades, the way our schools schools are set up in education is very competitive. You're always trying to get in the top 10, or you're trying to get the best grade there. It's not like this where you're, where you're looking out for each other, trying to teach each other so you can better each other.Matt Renwick (09:36):Yeah. It's definitely something to aspire to with our classrooms and school. Questions that you had?Rhonda Precourt (09:53):I keep asking myself, because there's a lot of examples so far of how to apply this. I picture more of a middle school or high school setting. So I keep questioning, how can I bring this down to the younger students that I work with? What would that look like there? Because I definitely think you can, you can start this really early from the beginning. What would it look like?Matt Renwick (10:21):Yeah. It had some nice examples in the back to reference, the lesson plans, but yeah that's a good question. How do you talk about this? I mean, I think third grade and lower. That's a good question.Gen Arcovio (10:37):I keep asking myself, how do we get everyone talking about this, and acting on it, I think is the key because early on, I think somewhere in chapter two, it talks about how cultural models and cultural curriculum can't be an add on. And I think we see that all the time, you know, let's just put these few books into our libraries or into our read alouds. This is saying literacy was always connected to social justice and you can't connect literacy to social justice with five new read alouds in your curriculum. She wants us to be asking ourselves, how does this help them understand their own identities and how does it lead to social justice in every lesson and in every piece of your curriculum. And so, how do I help move this where it needs to go actively?Matt Renwick (12:02):I think those are great questions for future articles in July, if it moves you that way. I wish I had a good answer for that. The question I just had is, how do we create safe spaces in which people can talk about it and, you know, not fear for making mistakes or saying something stupid and then it coming back on you as being insensitive or worse. I think about that, I guess even just now talking about it. I just want to make sure I'm being respectful and at the same time that's part of learning, is making mistakes. It just seems like a really charged atmosphere right now with everything going on, legislation coming through and what we can and cannot teach. It's a unique time. So this has been a great book so far. I'm looking forward to reading the rest of it and writing something around it. Again, thanks Gen and Rhonda for joining us. And I'm looking forward to what you have to share.Gen Arcovio (13:17):Thank you for having me. I'm really enjoying it. Such an important read.Rhonda Precourt (13:22):Thank you so much. I agree. This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit readbyexample.substack.com
For our season finale, we welcome Jaime Casap, former Google Education Evangelist, to 3Ps in a Pod. Hosts Angelia and Danielle share about the impact that Casap has had on their work before inviting him on to the show. Casap reflects on the past year in education, especially the amount everyone has learned and how to use that learning to create a more equitable future for everyone. Looking to the future, Casap talks about the importance of supporting students in becoming the world’s problem solvers, moving from an emphasis on preparing students for college and career to developing students to be change agents and entrepreneurs. Experience more with Jaime Casap at the 16th Annual Teacher Leadership Institute: Where Curiosity and Leadership Unite from June 21 to 23, 2021. Casap, Dr. Gholdy Muhammad, and Trevor MacKenzie are this year’s general session facilitators, leading this dynamic event along with members of the Arizona TeacherSolutions Team and other outstanding Arizona teacher leaders. Learn more and register at azk12.org/TLI2021. Learn more about the Arizona K12 Center at azk12.org.
Chicago-based educator and twitter wunderkind Jess Lifshitz joins Jeanie on the podcast to talk about Dr. Gholdy Muhammad’s seminal text The post #vted Reads with Jess Lifshitz appeared first on Innovative Education in VT.
Welcome back to our Leadership Miniseries and Happy Teacher Appreciation Week! In this second episode, Glendaliz Martinez, National Director of Content & Implementation at Curriculum Associates, joins the podcast again. She talks about bias and what leaders can do to support teachers in their journey to becoming unbiased in the classroom. Detracking: https://www.educationnext.org/the-detracking-movement/Talking about Bias with staff: https://www.gse.harvard.edu/news/uk/20/08/leaders-guide-talking-about-biasTeaching Bias: https://www.edweek.org/teaching-learning/teachers-are-as-racially-biased-as-everybody-else-study-shows/2020/06Cultivating Genius by Dr. Gholdy E. Muhammad: https://www.amazon.com/Cultivating-Genius-Culturally-Historically-Responsive/dp/1338594893More on Dr. Gholdy Muhammad's framework: https://www.edweek.org/teaching-learning/opinion-author-interview-with-dr-gholdy-muhammad-cultivating-genius/2020/01Data Chats: i-ReadyCentral.com/DataChatsGlendaliz's LinkedIn: https://www.linkedin.com/in/glendalizmartinezInstagram: https://www.instagram.com/MyiReadyTwitter: https://twitter.com/CurriculumAssocEmail: ExtraordinaryEducators@cainc.com
Welcome to our Leadership Miniseries! In this first episode, Glendaliz Martinez, National Director of Content & Implementation at Curriculum Associates, joins the podcast. She provides a summary of Cultivating Genius by Dr. Gholdy E. Muhammad, and how this book has helped shaped the work she does everyday. Cultivating Genius by Dr. Gholdy E. Muhammad: https://www.amazon.com/Cultivating-Genius-Culturally-Historically-Responsive/dp/1338594893More on Dr. Gholdy Muhammad's framework: https://www.edweek.org/teaching-learning/opinion-author-interview-with-dr-gholdy-muhammad-cultivating-genius/2020/01Glendaliz's LinkedIn: https://www.linkedin.com/in/glendalizmartinezInstagram: https://www.instagram.com/MyiReadyTwitter: https://twitter.com/CurriculumAssocEmail: ExtraordinaryEducators@cainc.com
When educators consider ways to make their curriculum historically and culturally responsive, many struggle to go deeper than content integration and literary substitutions. As part of our "Equity Thought Leader" podcast series, Dr. Gholdy Muhammad, author of Cultivating Genius, explains her HILL pedagogy model (History, Identity, Literacy, and Liberation). Dr. Muhammad's research examining abolitionists and 19th century education among communities of color found that early Black readers, writers and thinkers held five goals or pursuits for learning. This approach extends Culturally Responsive Education to include these 5 pursuits: Identity, Skills, Intellect, Criticality, and Joy. Listen in as she explains the historical roots of our current education system and the reason that intentionally cultivating our students genius serves as an antidote to that history. For those who may want to extend the learning evoked by the podcast, the following facilitation guide (https://bit.ly/3a11LYI) has been developed to help with next steps in deepening the shared learning. This series is brought to you in collaboration with Learning Forward, the only professional association devoted exclusively to establishing and sustaining highly effective professional development for educators. To learn more about Learning Forward, visit www.learningforward.org. myPD Unplugged is a production of the Office of Curriculum, Instruction, and Professional Development in the Long Beach Unified School District.
In this podcast, we have the pleasure of speaking with Dr. Gholnescar (also affectionately known as "Dr. Gholdy") Muhammad, an Associate Professor of Language and Literacy at Georgia State University in Atlanta. We discuss black girl writing and their literacy, Black girls W.R.I.T.E program, how black women engage in literacy, and conversations that researchers are having with black girls in schools. EPISODE HIGHLIGHTS: The importance of black girls and their writing and how it is connected to their development. Dr. Gholdy's Black girls W.R.I.T.E program-Writing to represent our identities, our times and our excellence. The impact the writing has had on the girls that have been through Dr. Gholdy's program. Examples of literacy practices for black girls. Major conversations that researchers are having with black girls in schools. Frameworks that are used to structure the curriculum and instruction that are not responsive historically or culturally. Dr. Gholdy is currently an Associate Professor of Language and Literacy at Georgia State University. Additionally, she serves as the director of the Urban Literacy Collaborative and Clinic. She strives to shape the national conversation for educating youth who have been underserved. She works with teachers and young people across the United States and South Africa in best practices in culturally responsive instruction. She also served as a school board president and continues to work collaboratively with local schools across communities in the Atlanta area. Dr. Gholdy is the 2014 recipient of the National Council of Teachers of English, Promising New Researcher Award, the 2015 NCTE Alan C. Purves Award, the 2016 NCTE CEE Janet Emig awardee and the 2017 Georgia State University Urban Education Research Awardee. She was awarded the 2018 University of Illinois- Chicago, Researcher of the Year and was granted $750,000 by the U.S. Department of Education to study culturally and historically responsive literacy in STEM classrooms. Her book entitled, “Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy” was released in 2020. ************************************ The Equity Experience Podcast is brought to you by Dr. Karla Manning, Founder & President of The Equity Leadership Group, LLC. We help K-12 school leaders and educators create culturally responsive classrooms and school districts with our diversity, equity, and inclusion consulting services. I invite you to schedule a discovery call if your district or organization is interested in our culturally responsive curriculum development services, leadership training programs, or our equity planning services: https://calendly.com/karlamanning/discoverycall20mins --- Support this podcast: https://anchor.fm/karla958/support
A conversation with Bettina Love, Gholdy Muhammad, Dena Simmons and Brian Jones about abolitionist teaching and antiracist education. --------------------------------------------------------------------------- What would freedom look like in our schools? How can abolitionist educators make the most of this moment to fight for humane, liberatory, anti-racist schooling for black youth and for all youth? The coronavirus pandemic has transformed the US education system overnight. The antiracist rebellion in the streets has shown a light on the deep racial inequality in America. Educators and activists who have nurtured radical dreams for public schools now face an unprecedented moment of change, and the challenge of trying to teach and organize online in the midst of unfolding crises. Scholar and author Bettina Love's concept of abolitionist teaching is about adopting the radical stance of the movement that ultimately overthrew slavery, but persisted and insisted on freedom long before that victory. --------------------------------------------------------------------------- Bettina L. Love is an award-winning author and the Athletic Association Endowed Professor at University of Georgia. She is the author of We Want To Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom and Hip Hop's Li'l Sistas Speak: Negotiating Hip Hop Identities and Politics in the New South. Dr. Gholnecsar (Gholdy) Muhammad is an Associate Professor of Language and Literacy at Georgia State University. She also serves as the director of the GSU Urban Literacy Clinic. Dr. Muhammad's scholarship has appeared in leading educational journals and books. Some of her recognitions include the 2014 recipient of the National Council of Teachers of English, Promising New Researcher Award, the 2016 NCTE Janet Emig Award, the 2017 GSU Urban Education Research Award and the 2018 UIC College of Education Researcher of the Year. She is the author of Cultivating Genius: An Equity Model for Culturally and Historically Responsive Literacy. Dena Simmons, Ed.D., is an activist, educator, and student of life from the Bronx, New York. She is the Assistant Director of the Yale Center for Emotional Intelligence and an Associate Research Scientist at the Yale Child Study Center. She writes and speaks nationally about social justice and culturally responsive and sustaining pedagogy as well as creating emotionally intelligent and safe classrooms within the context of equity and liberation. She is the author of the forthcoming book, White Rules for Black People (St. Martin's Press, 2021). Brian Jones is the Associate Director of Education at the Schomburg Center for Research in Black Culture. He writes about black education history and politics. Co-sponsored by: Haymarket Books: https://www.haymarketbooks.org The Schomburg Center for Research in Black Culture: https://www.nypl.org/locations/schomburg Watch the live event recording: https://youtu.be/uJZ3RPJ2rNc Buy books from Haymarket: www.haymarketbooks.org Follow us on Soundcloud: soundcloud.com/haymarketbooks
Once again we're talking education with Ms. Cassie Williams, M. Ed. a master educator and leader in education. Educators, parents, and community leaders across the country have been promoting and demanding culturally responsive instruction in classrooms. In this episode, Ms. Williams breaks down that the pathway to Culturally Responsive Instruction is paved with providing students with the tools they need to 'be whatever it is they want' in life. Ms. Williams bases her belief on the tenet that 'hard word and having a plan will get you anywhere you need to go in life.' With that in mind, we discuss the importance of student-centered instruction. In this model of student-centered instruction, the student is in charge of what they learn and teachers serve as role models and guides that promote learning as a life long process.We reference the work of Zaretta Hammond, M.Ed. in our conversation. Please check out Ms. Hammond's book: Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students. You can also learn more about her work by visiting her website: https://crtandthebrain.com/We also reference Dr. Gholdy Muhammad. Please check out her book: Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy.
In this episode, we focus on anti-racism education in the classroom and at home. Host Suzanne McCabe talks with Dr. Gholdy Muhammad, an associate professor of language and literacy at Georgia State University and the author of Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Muhammad explains how researching Black literary societies from the 1800s inspires her work with students and teachers around the country. Monique Melton, an author, international speaker, and host of the Shine Brighter Together podcast, also offers her perspective on “what it looks like to actually explore, identify, and eliminate racism in every aspect of our society from the inside out.” *Special Thanks: *Music composer: Lucas Elliot Eberl Producer: Bridget Benjamin Sound engineer: Daniel Jordan *Coming Soon: *A Celebration of Black History
In this episode, we're excited to have Dr. Gholdy Muhammad come on the show to share about her personal journey in education, her new book "Cultivating Genius", the importance of teaching and assessing literacy through a historically responsive lens, and much more! To learn more about Dr. Muhammad's work, you can visit her website at https://linktr.ee/HillPedagogies or connect with her on Twitter (@GholdyM) and Instagram (@gholdy.m). BIO: Dr. Gholnecsar “Gholdy” Muhammad is the associate professor at Georgia State University teaching literacy and language in the Department of Middle and Secondary Education. She also serves as the director of the GSU Urban Literacy Collaborative & Clinic and is the author of “Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy”. She began her career as a reading, language arts and social studies middle school teacher in Cahokia, Illinois. After teaching in the classroom, she served as a school district assistant curriculum director and was responsible for kindergarten through 12th-grade literacy instruction, grant writing, assessments and professional development. Muhammad received her Ph.D. in literacy, language and culture at the University of Illinois at Chicago. Her research interests are situated in social and historical foundations of literacy development within Black communities and the writing practices among Black women and girls. She explores 19th-century Black literary societies to understand literacy development and how the roles of literacy can be reconceptualized in classrooms today. She became interested in this line of research when she led a summer writing institute with Black girls called, Black Girls WRITE!. She continues to hold summer literacy programs with Black and Brown youth as well as Muslim girls. She explores how historical practices among communities of color can be used with adolescent learners today. Some of the journals she has published articles in include, Research in the Teaching of English, English Education, Urban Education, Journal of Adolescent and Adult Literacy and Written Communication. Additionally, she serves as the director of the Georgia State Urban Literacy Collaborative and Clinic. She strives to shape the national conversation for educating youth who have been underserved. She also strives to support the next generation of educators who are seeking pathways to meet some of the most pressing challenges encountered in urban schools. She works with teachers and youth across the United States and South Africa in best practices in literacy instruction. She is a former school board president and continues to work collaboratively with local schools across communities in the Atlanta metropolitan area. Muhammad is the 2014 recipient of the National Council of Teachers of English, Promising New Researcher Award, the 2015 NCTE Alan C. Purves Award, the 2016 NCTE Janet Emig awardee, the 2017 Georgia State University Urban Education Research Awardee and the 2018 UIC College of Education Researcher of the Year. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/identitytalk4educators/support
Genius level dopeness on the show today!! Celebrated author and educator extraordinaire Dr. Gholdy Muhammad joins us to discuss her framework for culturally and historically responsive literacy. Her book Cultivating Genius is a must-have for educators everywhere and today she shares with us a bit about her framework, her playbook for creating a liberating school system, and her secret for sustaining herself through this work. But first, Jeff and Manuel explore recent headlines in education including a massive amount of outside money being spent on a local school board race and a new study about the impact that social studies has on reading scores. ***Please consider subscribing to our YouTube channel! https://youtube.com/AllOfTheAbove *** AGENDA 0:00 - Welcome! 5:40 - Outside groups spending millions on L.A. school board race 18:39 - New study suggests increased time on social studies boosts reading scores 29:28 - Cultivating Genius with Dr. Gholdy Muhammad 1:07:04 - High-speed internet (finally) coming to public housing communities EXTRAS Dr. Muhammad's book, Cultivating Genius - https://shop.scholastic.com/teachers-ecommerce/teacher/books/cultivating-genius-9781338594898.html Dr. Muhammad on the Abolitionist Teaching webinar - https://youtu.be/uJZ3RPJ2rNc LAUSD Board of Education District 7 Candidate Tanya Ortiz Franklin on AOTA - https://aotashow.com/s2-ep-15-teach-for-america Get MORE All of the Above: - Website - https://aotashow.com/ - Podcast on multiple platforms via Anchor - https://anchor.fm/aota - Podcast via Apple Podcast - https://itunes.apple.com/us/podcast/all-of-the-above-podcast/id1339198232 - Podcast via Spotify - https://open.spotify.com/show/4NO3FENVr96JJTU4ZjdnCm - Twitter - https://twitter.com/AOTAshow - Facebook Page - https://www.facebook.com/AOTAshow/ Theme Music by its tajonthabeat: https://www.youtube.com/channel/UCChvx9rSyOTEO2AnYynqWFw --- Send in a voice message: https://anchor.fm/aota/message Support this podcast: https://anchor.fm/aota/support
RETHINKING THE HUMANITIES IN EDUCATION.......with the one and only Dr. Gholdy Muhammad, need I say more??? A must listen!!
One of the hallmarks of the de Blasio Administration's education agenda has been "culturally responsive-sustaining education." With an emphasis on teachers appreciating students cultural backgrounds, identities, and histories, CRSE was in full swing across the school system. There were books purchased, workshops given, and schools began implementing new practices. And then Covid-19. And then remote learning. In this episode, Tom Liam Lynch interviews Dr. Gholdy Muhammad from Georgia State University, who led many of the CRSE workshops for NYC schools. Resources: Cultivating Genius [book] // Sample Lesson // TOBTR Interview // ACE-ED Article // EduTalk Interview // Language Magazine Article -- Please tell us what you think. We LOVE feedback. Here are a few of the main ways to reach us: InsideSchools, our flagship website // Our InsideSchools Facebook Page // Tweet, tweet: Over on Twitter // Sign up for our Weekly Newsletter // SUBMIT YOUR QUESTIONS via 60 second voice message
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